awa 5.5经验：针对e-rater设计的结构模板[分享]

发表于: 2008-05-23 23:32:00 - IP:*.*.*.* 只看楼主 大 中 小 楼主 本主题由 Zeros 于 2010/1/28 10:22:00 执行设置分类 (查看更多) 下载AWA 5.5 经验: 针对 E-rater 设计的结构模板分享 我总共复习 AWA 的时间不是很长，加起来总共是 5 天，但是每天上班时都在地铁上看黄金 80，800 score, 总共写了 3 篇 AA,2 篇 AI.拿到 5.5 说明我的方法还是有一定效果的，和大家分享一下经验，大家可以参考一下首先，要注意结构的重要性，使用结构模板（我放在附件里了），不要使用废话模板，一方面是怕被判抄袭，另一方面，背废话模板是种痛苦，其实大家如果看过 800 Score 就会发现，它 propose 的 template 是我附的结构模板的缩写版，他的范文应证了我的结构模板的 applicability.大家完全可以用他的范文，写出自己的结构模板，又不用担心被判抄袭。之前也是看了很多 CD nn 的经验谈，对我影响最大的是三篇，大家可以看一下1作文 2 小时 5+必看（给没时间准备作文的战友含作文详细提纲）（这个大家可以搜索一下 CD）2E-rater 发明者写的文章，我放在附件里了重点我 copy 在这里了，大家要清楚地认识到 E-rater 的评分标准，所谓知己知彼，百战不殆The feature set used with e-rater V.2include measures of grammar, usage, mechanics,style, organization, development, lexical complexity, and prompt-specificvocabulary usage. The diagnostic feedback is based on asuite of programs (writing analysis tools) that identify the essays discourse structure, recognize undesirable stylistic features, and evaluate and providefeedback on errors in grammar, usage, and mechanics.The writing analysis tools identifyfive main types of grammar, usage, and mechanics errors agreement errors, verb formation errors, wrong word use, missingpunctuation, and typographical errors. The approach to detectingviolations of general English grammar is corpus based and statistical, and canbe explained as follows. The system is trained on a large corpus of edited text,from which it extracts and counts sequences of adjacent word and part-of-speechpairs called bigrams. The system then searches student essays for bigrams thatoccur much less often than would be expected based on the corpus frequencies.The writing analysis tools alsohighlight aspects of style that the writer may wish to revise, such as the useof passive sentences, as well as very long or very short sentences within theessay. Another feature of undesirable style that the system detects is the presence of overly repetitious words, a propertyof the essay that might affect its rating of overall quality (Burstein &Wolska, 2003).Finally, the writing analysis toolsprovide feedback about discourse elements present or absent in the essay(Burstein, Marcu, and Knight, 2003). The discourse analysis approach is basedon a linear representation of the text. It assumes the essay can be segmentedinto sequences of discourse elements, which include introductory material (to provide the contextor set the stage), a thesis statement (to state the writers position inrelationto the prompt), main ideas (to assert the authors mainmessage), supporting ideas (to provide evidence and support the claims in themain ideas, thesis, or conclusion), and a conclusion (to summarize the essaysentire argument).In order to identify the variousdiscourse elements, the system was trained on a large corpus of human annotatedessays (Burstein, Marcu, and Knight, 2003). Below presents an example of anannotated essay.A Student Essay WithAnnotated Discourse Elements“Youcant always do what you want to do!,” my mother said. She scolded me for doingwhat I thought was best for me. It is very difficult to do something that I donot want to do. But now that I am mature enough to takeresponsibility for my actions, I understand that many times in our lives wehave to do what we should do. However, making important decisions, likedetermining your goal for the future, should be something that you want to doand enjoy doing. Iveseen many successful people who are doctors, artists, teachers, designers, etc. In my opinion they were consideredsuccessful people because they were able to find what they enjoy doing andworked hard for it. It iseasy to determine that he/she is successful, not because its what othersthink, but because he/she have succeed in what he/she wanted to do. InKorea, where I grew up, many parents seem to push their children into beingdoctors, lawyers, engineer etc. Parentsbelieve that their kids should become what they believe is right for them, butmost kids have their own choice and often doesnt choose the same career astheir parents. Ive seen a doctor who wasnt happy at allwith her job because she thought that becoming doctor is what she should do.That person later had to switch her job to what she really wanted to do sinceshe was a little girl, which was teaching.Parentsmight know whats best for their own children in daily base, but deciding along term goal for them should be ones own decision of what he/she likes to doand want to do读完上面的内容，大家大概就会对 ETS 的评分标准有了一个大概的了解，其实准备起来的话，我觉得模板是必不可少的，一则可以稳定心情，不至于考试时慌张，二则可以快速勾勒出整个文章框架大家可能觉得最难写的是 AI,事实上如果用了模板（注意： 不是废话模板，而是结构模板 ）可以让你迅速发散思维，扩充字数。（插一句，谈一下字数的重要性，为何字数重要呢？大家看了 E rater 的评分标准，就会发现，他的评错是按照错误语法和拼写的总数除以字数，所以说，字数越多，当然分数就会提高。）回到主题，如何用结构模板，我的 AI 模板是这样写的Which is a more ?(The issue here is whether . ) The speakers opinion is that (Repeatauthors opinion. To justify his claim, the speaker argues that In my view,however, (each of these alternatives is viable in certain circumstances/ Indetermining whether , one must weigh against)On balance, My viewcan be greatly substantiated by the following discussions.On the one hand, there is no denying that After all, .The reason Impresenting here to support myview is that Without, it is almost impossible thatTo illustrate, let us look at the example of(Both commonsense and personal experience have told us that) Consequently, it is pretty obvious that Otherwise, Futhermore,The reason here is not far to seekA good example can befound in the case of Hence, all the evidence above demonstrates (beyond any doubt)thatOn theother hand, I disagree with author that I would like to pointout that the author overstates s relative importance, and fails to considerother critical factors. For example, . Therefore, under this circumstance, it isobvious that In conclusion,issue of hasaroused much controversy. While in some cases, in many cases it will not. (while it appearsparadoxical to recommend that, it is not) (Although, it/while A, B) On the basis of my above discussion, I am quite confidentto arrive at the conclusion that（红色是要自己添进去的，绿色是结构标示，只是作 illustration purpose）大家会发现，只要结构清楚，总分总，分的部分写三段，每段也是用总分总来写，中间夹着, 其实是很容易写到 500 多字的，尤其是有了 example,你的内容会显得丰富了许多。很多 nn 谈到转折连词的重要性，事实上，转折连词就是 E rater 那篇文章中所谓的 Annotated Discourse Elements identifier， 所以说，我们要尽量用这些 identifier 让 E rater 看出我们写得每句话的作用来，大家会发现，我中间每段最后一句话都是以标志性副词开头，而且各不相同，这就是为了降低由于repetition 而导致到得分率低（ Erater 那篇文章有提到），所以能用这种标志性副词就多用，我的附件里面有很多此类标志性副词，短语，大家多多使用，当然也不是滥用，呵呵呵。至于 AA，结构模板就更为有用了，开头结尾的模板是标准的，中间三段如何写，且待我我慢慢讲来In this argument,the author concludes/recommends that To justify his claim, the author assumes/reasons/pointsout thatAdditionally, the author reasons thatFurthermore, the author also assumesthat Meanwhile, the author provides evidence that.Moreover, the author citesvarious other examples that(cites the example of)While the authors argument has some merit, it suffers fromseveral critical flaws.To sum up, thearguer fails to validate the conclusion/recommendation that .To bolster it,the arguer should provide more concrete evidence to demonstrate thatIn addition,the arguer should have to rule out the above mentioned possibilities that woulddetermine the arguers claim. Further more/Additionally, in order to access theargument, we still need more information concerning(To better access theaccuracy of the arguers recommendation, it would be useful to know) in addition, to solidify the conclusion, the author shouldprovide concrete evidence as well to demonstrate that （TS）大家要记住，中间三段足够了，不用写上四段，因为根据 E rater 里面的描述，多过三段不会多给分，少过三段会扣分（呵呵，偶把 E rater 的标准给仔细研究了一番）中间三段，每段可以采取这样的结构，底下给每个部分替代的语言（ Start） . =(Rebuttal)(eg. However, this is not necessarily the case(Evidence) =For example(反例)= Conclusion(eg. in fact, it is fallacious to draw any conclusion on the basis of suchlimited evidence)=Start1. ConcedeThe author (still) commits a fallacy of “Afterthis, therefore because of this” in assuming that A is the cause of B.2. The authors solution rests/relies/depends on the assumptionthat A is the cause of B3. Another flaw that significantly undermines this argument isthat the author neglects to indicate (Another problem that seriously weakens the logic of thisargument is that)4. The conclusion unjustifiably relies on the poll while thevalidity of the survey itself is doubtful5. The author unfairly assumes thatThe authors line ofreasoning is that6. The author has been engaged in “afterthis, therefore because of this” analysis in presuming that A is thesole cause behind B. Rebuttal1. It is absolutely/entirely possible that the other 2. Common sense informs me that such as can hardly. 3. Actually, it is fallacious to reach any conclusion at allin the face of such limited evidence.Conclusion 1. Lacking a more comprehensive analysis of the causes, it is presumptuousfor the author to claim that A solely determined B/ attribute B to A.2. Without more concrete information aboutthe authorsassumption thatis questionable3. Because the author fails to account for otherinterpretations, the survey would be useless in concluding that4. unless it can be shown that the sample is typical of allgeneral group, the fact that is groundless to claim that 5. Without accounting for these potential factors, the authorconcludes too hastily thatis the best way to achieve goals6. Without the comparison between K to other B, it isfallacious for the author to recommend that Paragraph structure identifiers.First of all, first and foremost, to begin with, in thefirst/second/third/fourth place, the first and also the most glaring logicfallacy committed by the author is/ Even if I were to concede that/Evenif it were the case that, the author still commits a fallacy of. Secondly, Furthermore,Besides, Last but not least, ReplaceableverbsConcludes that /reaches the conclusion that /advocates that/claims that /asserts that /alleges thatSuggests that/ recommends thatPredicts that